EXPLORE STRATEGIES FOR FOSTERING CRITICAL THINKING SKILLS AMONG STUDENTS AT SECONDARY LEVEL

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ID: 312278
2025
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Abstract
This study explored strategies for fostering critical thinking skills among secondary school students, focusing on inquiry- based learning, Socratic questioning, and problem-solving activities. The research highlighted how inquiry-based learning encouraged students to ask questions, engage in self- directed research, and develop independent thinking skills. Socratic questioning provided opportunities for reasoning, reflection, and meaningful discussions, helping students construct well-informed arguments. Additionally, problem- solving activities enhanced teamwork, communication skills, and the ability to apply theoretical knowledge to real-world situations, making students more adaptable and resourceful. The study was conducted among secondary-level students, with a total population of 970 students, from which a sample of 276 students was selected using a simple random sampling technique. Data were analyzed using means and percentages, providing insights into students' engagement with critical thinking strategies and the effectiveness of different instructional approaches. The findings indicated that structured teaching strategies, professional teacher training, and curriculum modifications significantly contributed to students’ cognitive development, reasoning abilities, and problem-solving skills. However, challenges such as a lack of teacher training, rigid curriculum structures, and insufficient classroom resources hindered the effective implementation of critical thinking instruction. The study emphasized the need for teacher training programs, a structured feedback system, and greater involvement of parents and the community to support the development of students’ critical thinking skills. These findings provided valuable recommendations for educators, curriculum developers, and policymakers to enhance critical thinking instruction at the secondary school level.
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Authors Dr. Saima Kayani, Ms. Misbah Saba
Journal Social Sciences & Humanity Research Review
Year 2025
DOI
10.63468/sshrr.v3i2.128
URL
https://sshrr.online/index.php/4/article/view/128
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